Comparing the Perceptions of Reciprocal- and Near-Peer Objective Structured Clinical Examinations (OSCEs) in Medical Students
The Objective Structured Clinical Examination (OSCE) is utilized by medical schools to assess students' competency in clinical skills. Literature has shown that first-year students who were tutored by fourth-year students (MS4s; near-peer) in practice OSCEs reported self-perceived improvement i...
Gespeichert in:
| Veröffentlicht in: | Curēus (Palo Alto, CA) CA), 2023-02, Vol.15 (2), p.e35535-e35535 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | e35535 |
|---|---|
| container_issue | 2 |
| container_start_page | e35535 |
| container_title | Curēus (Palo Alto, CA) |
| container_volume | 15 |
| creator | Calisi, Olivia King, Steven Berger, Daniel J Nasir, Munima Nickolich, Sarah |
| description | The Objective Structured Clinical Examination (OSCE) is utilized by medical schools to assess students' competency in clinical skills. Literature has shown that first-year students who were tutored by fourth-year students (MS4s; near-peer) in practice OSCEs reported self-perceived improvement in OSCE skills. There is a lack of research regarding the effectiveness of first-year (MS1) pairs for reciprocal-peer practice OSCEs. This study aims to assess if virtual reciprocal-peer OSCEs provide comparable learning opportunities to virtual near-peer OSCEs.
MS1 students were assigned to work with a near-peer or a reciprocal-peer for one week, and then switched protocols the second week. One student in each reciprocal-peer pair was assigned to act as a standardized patient (SP). Their partner took a history, interpreted physical exam findings, prepared a note, and gave an oral presentation. The pair then switched roles using a second case. The near-peer group followed the same procedure, without the reversal of roles.
A total of 135 MS1s participated in the first week and 129 in the second week. Students agreed that working with a near-peer was more valuable than a reciprocal-peer in the following parameters: peer feedback (N=113, 89%), history-taking skills (N=101, 80%), physical exam skills (N=102, 81%), and note-writing skills (N=109, 89%). Pairwise comparison utilizing Wilcoxon signed-rank test indicated participants preferred the choice of a fourth-year student partner over an MS1 partner (Z=1.436, p |
| doi_str_mv | 10.7759/cureus.35535 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_10058452</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2794697088</sourcerecordid><originalsourceid>FETCH-LOGICAL-c2585-b95bd1f57ba18e9b731b762e4d84f4231a665f0e69231e30b69fa38f60995db63</originalsourceid><addsrcrecordid>eNpdkU1v1DAQhi0EotW2N87IEpcikWLH8UdOCEULrVTYioWz5TiT1qvEDnZSwYH_jtttq8JpRppH78zoQegVJadS8vq9XSIs6ZRxzvgzdFhSoQpFVfX8SX-AjlPaEUIokSWR5CU6YJIQyYg4RH-aME4mOn-F52vAlxAtTLMLPuHQ429g3RSDNUOBje_wVzCxuASIeNPuwM7uBvB2joud8x0dbgbnXYbx-pcZnTf7nJPNtlmnt9h5_AW6u_l2XjrwczpCL3ozJDi-ryv049P6e3NWXGw-nzcfLwpbcsWLtuZtR3suW0MV1K1ktJWihKpTVV-VjBoheE9A1LkHRlpR94apXpC65l0r2Ap92OdOSztCZ_PuaAY9RTea-FsH4_S_E--u9VW40ZQQripe5oST-4QYfi6QZj26ZGEYjIewJF3KuhK1JEpl9M1_6C4s0ef_binGSlVmXSv0bk_ZGFKK0D9eQ4m-dav3bvWd24y_fvrBI_xgkv0F-UehHQ</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2793328255</pqid></control><display><type>article</type><title>Comparing the Perceptions of Reciprocal- and Near-Peer Objective Structured Clinical Examinations (OSCEs) in Medical Students</title><source>PubMed Central Open Access</source><source>PubMed Central</source><creator>Calisi, Olivia ; King, Steven ; Berger, Daniel J ; Nasir, Munima ; Nickolich, Sarah</creator><creatorcontrib>Calisi, Olivia ; King, Steven ; Berger, Daniel J ; Nasir, Munima ; Nickolich, Sarah</creatorcontrib><description>The Objective Structured Clinical Examination (OSCE) is utilized by medical schools to assess students' competency in clinical skills. Literature has shown that first-year students who were tutored by fourth-year students (MS4s; near-peer) in practice OSCEs reported self-perceived improvement in OSCE skills. There is a lack of research regarding the effectiveness of first-year (MS1) pairs for reciprocal-peer practice OSCEs. This study aims to assess if virtual reciprocal-peer OSCEs provide comparable learning opportunities to virtual near-peer OSCEs.
MS1 students were assigned to work with a near-peer or a reciprocal-peer for one week, and then switched protocols the second week. One student in each reciprocal-peer pair was assigned to act as a standardized patient (SP). Their partner took a history, interpreted physical exam findings, prepared a note, and gave an oral presentation. The pair then switched roles using a second case. The near-peer group followed the same procedure, without the reversal of roles.
A total of 135 MS1s participated in the first week and 129 in the second week. Students agreed that working with a near-peer was more valuable than a reciprocal-peer in the following parameters: peer feedback (N=113, 89%), history-taking skills (N=101, 80%), physical exam skills (N=102, 81%), and note-writing skills (N=109, 89%). Pairwise comparison utilizing Wilcoxon signed-rank test indicated participants preferred the choice of a fourth-year student partner over an MS1 partner (Z=1.436, p<0.001).
Participants found working with a near-peer increased confidence in their clinical skills and near-peer feedback was more valuable. Although MS1s found that watching and evaluating their peers in a reciprocal-peer exercise was beneficial, students overwhelmingly preferred working with MS4s due to more valuable feedback.</description><identifier>ISSN: 2168-8184</identifier><identifier>EISSN: 2168-8184</identifier><identifier>DOI: 10.7759/cureus.35535</identifier><identifier>PMID: 37007306</identifier><language>eng</language><publisher>United States: Cureus Inc</publisher><subject>Learning ; Medical Education ; Medical schools ; Medical students ; Medicine ; Participation ; Peer tutoring ; Perceptions ; Skills ; Student attitudes</subject><ispartof>Curēus (Palo Alto, CA), 2023-02, Vol.15 (2), p.e35535-e35535</ispartof><rights>Copyright © 2023, Calisi et al.</rights><rights>Copyright © 2023, Calisi et al. This work is published under https://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>Copyright © 2023, Calisi et al. 2023 Calisi et al.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2585-b95bd1f57ba18e9b731b762e4d84f4231a665f0e69231e30b69fa38f60995db63</citedby><cites>FETCH-LOGICAL-c2585-b95bd1f57ba18e9b731b762e4d84f4231a665f0e69231e30b69fa38f60995db63</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC10058452/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC10058452/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,727,780,784,885,27924,27925,53791,53793</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/37007306$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Calisi, Olivia</creatorcontrib><creatorcontrib>King, Steven</creatorcontrib><creatorcontrib>Berger, Daniel J</creatorcontrib><creatorcontrib>Nasir, Munima</creatorcontrib><creatorcontrib>Nickolich, Sarah</creatorcontrib><title>Comparing the Perceptions of Reciprocal- and Near-Peer Objective Structured Clinical Examinations (OSCEs) in Medical Students</title><title>Curēus (Palo Alto, CA)</title><addtitle>Cureus</addtitle><description>The Objective Structured Clinical Examination (OSCE) is utilized by medical schools to assess students' competency in clinical skills. Literature has shown that first-year students who were tutored by fourth-year students (MS4s; near-peer) in practice OSCEs reported self-perceived improvement in OSCE skills. There is a lack of research regarding the effectiveness of first-year (MS1) pairs for reciprocal-peer practice OSCEs. This study aims to assess if virtual reciprocal-peer OSCEs provide comparable learning opportunities to virtual near-peer OSCEs.
MS1 students were assigned to work with a near-peer or a reciprocal-peer for one week, and then switched protocols the second week. One student in each reciprocal-peer pair was assigned to act as a standardized patient (SP). Their partner took a history, interpreted physical exam findings, prepared a note, and gave an oral presentation. The pair then switched roles using a second case. The near-peer group followed the same procedure, without the reversal of roles.
A total of 135 MS1s participated in the first week and 129 in the second week. Students agreed that working with a near-peer was more valuable than a reciprocal-peer in the following parameters: peer feedback (N=113, 89%), history-taking skills (N=101, 80%), physical exam skills (N=102, 81%), and note-writing skills (N=109, 89%). Pairwise comparison utilizing Wilcoxon signed-rank test indicated participants preferred the choice of a fourth-year student partner over an MS1 partner (Z=1.436, p<0.001).
Participants found working with a near-peer increased confidence in their clinical skills and near-peer feedback was more valuable. Although MS1s found that watching and evaluating their peers in a reciprocal-peer exercise was beneficial, students overwhelmingly preferred working with MS4s due to more valuable feedback.</description><subject>Learning</subject><subject>Medical Education</subject><subject>Medical schools</subject><subject>Medical students</subject><subject>Medicine</subject><subject>Participation</subject><subject>Peer tutoring</subject><subject>Perceptions</subject><subject>Skills</subject><subject>Student attitudes</subject><issn>2168-8184</issn><issn>2168-8184</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><recordid>eNpdkU1v1DAQhi0EotW2N87IEpcikWLH8UdOCEULrVTYioWz5TiT1qvEDnZSwYH_jtttq8JpRppH78zoQegVJadS8vq9XSIs6ZRxzvgzdFhSoQpFVfX8SX-AjlPaEUIokSWR5CU6YJIQyYg4RH-aME4mOn-F52vAlxAtTLMLPuHQ429g3RSDNUOBje_wVzCxuASIeNPuwM7uBvB2joud8x0dbgbnXYbx-pcZnTf7nJPNtlmnt9h5_AW6u_l2XjrwczpCL3ozJDi-ryv049P6e3NWXGw-nzcfLwpbcsWLtuZtR3suW0MV1K1ktJWihKpTVV-VjBoheE9A1LkHRlpR94apXpC65l0r2Ap92OdOSztCZ_PuaAY9RTea-FsH4_S_E--u9VW40ZQQripe5oST-4QYfi6QZj26ZGEYjIewJF3KuhK1JEpl9M1_6C4s0ef_binGSlVmXSv0bk_ZGFKK0D9eQ4m-dav3bvWd24y_fvrBI_xgkv0F-UehHQ</recordid><startdate>20230227</startdate><enddate>20230227</enddate><creator>Calisi, Olivia</creator><creator>King, Steven</creator><creator>Berger, Daniel J</creator><creator>Nasir, Munima</creator><creator>Nickolich, Sarah</creator><general>Cureus Inc</general><general>Cureus</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7X7</scope><scope>7XB</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>COVID</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>K9.</scope><scope>M0S</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20230227</creationdate><title>Comparing the Perceptions of Reciprocal- and Near-Peer Objective Structured Clinical Examinations (OSCEs) in Medical Students</title><author>Calisi, Olivia ; King, Steven ; Berger, Daniel J ; Nasir, Munima ; Nickolich, Sarah</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2585-b95bd1f57ba18e9b731b762e4d84f4231a665f0e69231e30b69fa38f60995db63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Learning</topic><topic>Medical Education</topic><topic>Medical schools</topic><topic>Medical students</topic><topic>Medicine</topic><topic>Participation</topic><topic>Peer tutoring</topic><topic>Perceptions</topic><topic>Skills</topic><topic>Student attitudes</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Calisi, Olivia</creatorcontrib><creatorcontrib>King, Steven</creatorcontrib><creatorcontrib>Berger, Daniel J</creatorcontrib><creatorcontrib>Nasir, Munima</creatorcontrib><creatorcontrib>Nickolich, Sarah</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Coronavirus Research Database</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Curēus (Palo Alto, CA)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Calisi, Olivia</au><au>King, Steven</au><au>Berger, Daniel J</au><au>Nasir, Munima</au><au>Nickolich, Sarah</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Comparing the Perceptions of Reciprocal- and Near-Peer Objective Structured Clinical Examinations (OSCEs) in Medical Students</atitle><jtitle>Curēus (Palo Alto, CA)</jtitle><addtitle>Cureus</addtitle><date>2023-02-27</date><risdate>2023</risdate><volume>15</volume><issue>2</issue><spage>e35535</spage><epage>e35535</epage><pages>e35535-e35535</pages><issn>2168-8184</issn><eissn>2168-8184</eissn><abstract>The Objective Structured Clinical Examination (OSCE) is utilized by medical schools to assess students' competency in clinical skills. Literature has shown that first-year students who were tutored by fourth-year students (MS4s; near-peer) in practice OSCEs reported self-perceived improvement in OSCE skills. There is a lack of research regarding the effectiveness of first-year (MS1) pairs for reciprocal-peer practice OSCEs. This study aims to assess if virtual reciprocal-peer OSCEs provide comparable learning opportunities to virtual near-peer OSCEs.
MS1 students were assigned to work with a near-peer or a reciprocal-peer for one week, and then switched protocols the second week. One student in each reciprocal-peer pair was assigned to act as a standardized patient (SP). Their partner took a history, interpreted physical exam findings, prepared a note, and gave an oral presentation. The pair then switched roles using a second case. The near-peer group followed the same procedure, without the reversal of roles.
A total of 135 MS1s participated in the first week and 129 in the second week. Students agreed that working with a near-peer was more valuable than a reciprocal-peer in the following parameters: peer feedback (N=113, 89%), history-taking skills (N=101, 80%), physical exam skills (N=102, 81%), and note-writing skills (N=109, 89%). Pairwise comparison utilizing Wilcoxon signed-rank test indicated participants preferred the choice of a fourth-year student partner over an MS1 partner (Z=1.436, p<0.001).
Participants found working with a near-peer increased confidence in their clinical skills and near-peer feedback was more valuable. Although MS1s found that watching and evaluating their peers in a reciprocal-peer exercise was beneficial, students overwhelmingly preferred working with MS4s due to more valuable feedback.</abstract><cop>United States</cop><pub>Cureus Inc</pub><pmid>37007306</pmid><doi>10.7759/cureus.35535</doi><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 2168-8184 |
| ispartof | Curēus (Palo Alto, CA), 2023-02, Vol.15 (2), p.e35535-e35535 |
| issn | 2168-8184 2168-8184 |
| language | eng |
| recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_10058452 |
| source | PubMed Central Open Access; PubMed Central |
| subjects | Learning Medical Education Medical schools Medical students Medicine Participation Peer tutoring Perceptions Skills Student attitudes |
| title | Comparing the Perceptions of Reciprocal- and Near-Peer Objective Structured Clinical Examinations (OSCEs) in Medical Students |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-05T14%3A06%3A00IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_pubme&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Comparing%20the%20Perceptions%20of%20Reciprocal-%20and%20Near-Peer%20Objective%20Structured%20Clinical%20Examinations%20(OSCEs)%20in%20Medical%20Students&rft.jtitle=Cur%C4%93us%20(Palo%20Alto,%20CA)&rft.au=Calisi,%20Olivia&rft.date=2023-02-27&rft.volume=15&rft.issue=2&rft.spage=e35535&rft.epage=e35535&rft.pages=e35535-e35535&rft.issn=2168-8184&rft.eissn=2168-8184&rft_id=info:doi/10.7759/cureus.35535&rft_dat=%3Cproquest_pubme%3E2794697088%3C/proquest_pubme%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2793328255&rft_id=info:pmid/37007306&rfr_iscdi=true |